diff --git a/schedule.md b/schedule.md
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--- a/schedule.md
+++ b/schedule.md
@@ -285,7 +285,7 @@ Discussion of Disability Dongle Paper
{% enddetails %}
-{% details Class Plan: %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Presentations
: Accessibility Assessment Assignment
@@ -385,7 +385,7 @@ Discussion of Disability Dongle Paper
{: .week}
# Week 8 (2/21): Making Accessibility: Fabrication and Physical Computing
-{% details Class Plan: STILL TBD %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Fabrication and Accessibility
: **Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
@@ -422,9 +422,7 @@ I'm also thinking about having them use fusion360 or something else to make some
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-
-There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2649283).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2649283).
- [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=18)
- [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
@@ -459,18 +457,18 @@ There is only one Ed post you need to make this week in response to either or bo
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-
-There is only one Ed post you need to make this week. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2655576).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2655576).
- [Crippin' Jim Crow](https://drive.google.com/file/d/1QaRu4T3aax6jg73quHKgpfwJe3nQ4PEv/view?usp=share_link)
- [Traumatic Brain Injury: A Guide for Criminal Justice Professionals](https://www.brainline.org/article/traumatic-brain-injury-guide-criminal-justice-professionals)
+- **Optional Readings**
+ - [Disabling Incarceration: Connecting Disability to Divergent Confinements in the USA](https://journals.sagepub.com/doi/pdf/10.1177/0896920511430864?casa_token=4JF2JifTBBwAAAAA:FOPw2ZwZDMbyKoRLloJIhzc4ZQTf25dnTt1NnvR6yaD-S8OfE96U-Un8QLA3_sOw7EGBk3ro8hUv)
{% enddetails %}
{: .week}
# Week 10 (3/7): Sustainability, Urban Access and Housing
-{% details Class Plan: %}
+{% details Class Plan %}
{: .topic } 5:30-6:30 Traumatic Brain Injury and Incarceration
: guest lecturer: Mark Harniss
@@ -499,7 +497,7 @@ There is only one Ed post you need to make this week. [Please post your response
{: .week}
-# Finals week: Final presentations 3/14, 6:30pm
+# Finals week: Final presentations 3/14, 5:30pm
{: .lecture} Final project presentations
:
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@@ -0,0 +1,427 @@
+---
+layout: presentation
+title: Sustainability & Disaster Response --Week 9--
+description: A discussion of accessibility concerns in sustainability and disaster response
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 9, Sustainability & Disaster Response
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+
+---
+.left-column[
+## Disability
+
+and climate change
+]
+
+.right-column[
+
+]
+
+---
+
+.quote[Disability politics offer a vital resource for grappling with climate change…
+
+[they reveal] the political stakes of diagnosis—the way power contours how, when, and to what ends we recognize human and ecological impairment.]
+
+Quote from “Disability, Climate Change, and Environmental Violence: The Politics of Invisibility and the Horizon of Hope†by Julia Watts Belser (Disability Studies Quarterly)
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+
+Essential to changing how we address climate change,
+and implementation of the same
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+ - Process Accessibility
+ - Resource distribution
+ - Accessibility of voting
+
+---
+# Example: Disaster Response Planning
+
+Decisions about who is included (e.g. disaster response plans) are often ableist -- actively de-prioritizing disabled lives
+
+ - E.g. during COVID; Hurricane Katrina
+
+Emergency broadcasts often inaccessible (e.g. no captions; inaccessible data visualizations; no ASL interpretation; inaccessible websites)
+
+Disabled people are often institutionalized (e.g. prison; hospital; “nursing homesâ€) and many institutions are deprioritized
+
+Shelters may refuse people with disabilities
+
+---
+# Example: Conservation
+
+Conservation often asks people to change behavior to reduce environmental impact
+
+Yet such changes often fail to account for accessibility concerns (e.g. straws; inhalers) What priorities do these campaigns reflect?
+
+---
+
+# Governmentality, ableism & racism
+
+.left-column50[
+
+
+]
+
+
+---
+
+# Governmentality, ableism & racism
+
+.left-column50[
+
+
+]
+.right-column50[
+The government is often a site for algorithmic decision making; surveillance; etc
+
+This differentially impacts people of color, low-income people and people with disabilities
+]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+
+Accessibility must be considered in the government response to climate change. Accessibility can impact safety, civic engagement, access to services, and who is included in the democratic process
+
+Top down decisions that don’t include people multiple viewpoints can be problematic
+
+Give choice/agency to people many backgrounds
+
+Give responsibility for support to governmental context
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+
+Source of future leaders and decision makers
+
+Source of future innovators
+
+Strongly associated with things that can help to mitigate climate change, such as empowered family planning for women
+
+Also generally not designed to include people with disabilities
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+ - STEM is particularly exclusive and a top interest for disabled people
+ - Tools & software rarely accessible
+ - Accessible teaching also helpful to non-english speakers; undiagnosed; etc.
+ - Lots of improvement possible -- disabled students felt MUCH more supported during COVID [TACCESS 2022]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Information is power
+ - Often critical in the fight to address environmental damage, climate change, etc
+ - Can help to support activist movements
+ - Can change the balance of power
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+
+---
+# Research Questions
+
+Study 1: How does energy consumption in low-income areas differ or compare to those in “green†or typical households?
+
+--
+Study 2: What are the causes of conflict between landlords and tenants? What are the solutions?
+
+--
+Study 3: How can energy feedback help to mediate this [CSCW 2014]
+
+--
+Study 4: How does this differ in other contexts (India) [CHI 2013]
+
+---
+# Overall conclusions
+
+- Money, power imbalances, and lack of information all contribute to and impact how energy is used.
+- Individual action is limited in impact, particularly when renting.
+- Information can help activate communities to work together to fight policies that hurt them
+- Biggest opportunity for change is prior to lease signing
+
+---
+# Rentals and Temporary Housing
+
+More likely to include people with disabilities and health concerns
+
+More likely to include lower income households
+
+More likely to include people of color and immigrants/refugees
+
+Spend greater percentages of income on energy
+
+---
+<iframe src="https://embed.polleverywhere.com/free_text_polls/6BulXYeFmPsbUKKaVsFzf?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# What did we find oun our study?
+
+.left-column50[
+## Before Renting
+
+
+]
+
+--
+.right-column50[
+## After Renting
+
+
+]
+
+---
+# Edigs: Estimating Utilities Based on RECS [Compass 2018]
+
+.column[
+
+]
+
+.column[
+
+]
+
+.column[
+
+]
+
+---
+# Existing Home Feedback Technology
+
+Not really targeted at renters (30% in US; 1-5 year turnover)
+
+Paucity of information about factors prospective tenants care about
+- Actual cost
+- Sunlight & noise
+- Housing quality
+
+---
+# Other data could address intersecitonal issues
+
+Housing choices linked to health outcomes & disability (lead, asthma, mold, air quality, etc.)
+
+Landlord citations -- is a landlord trustworthy
+
+Sunlight [crowdsourced comparable estimates] -- impacts health & energy use
+
+Noise -- impacts health/disability & comfort
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+ - Example: Transportation and public spaces
+
+
+---
+# ubigreen
+
+.left-column[
+
+
+
+]
+
+.right-column[
+Investigating a Mobile Tool for Tracking and Supporting Green Transportation Habits [Froehlich et al, CHI 2009]
+
+]
+---
+.leftcolumn[
+## ubigreen
+
+Two formative studies
+
+In-situ deployment
+]
+.rightcolumn[
+
+
+]
+
+---
+
+
+
+--
+# Real-time Recommendations
+
+post-study survey, “what could help you take more green tripsâ€
+
+- Reliable transportation (76.8%)
+- Financial incentives (71.4%)
+- Knowledge about alternatives (56%)
+
+future designs could suggest alternative forms of transit based on trip history
+
+recommendations could also come in form of neighborhood:
+
+- “42% of the people who live in your neighborhood and work in Capitol Hill take the bus.â€
+
+---
+# Potential for behavior change
+
+.quote[The motivation for me is moer of the tracking and kind of seeing how I am doing and just the reminder factor of it (Participant 11)]
+
+.quote[It really encourages you to analyze your own performance (Participant 8)]
+
+.quote[I feel I already travel in a relatively eco-friendly way and the study did not change that (Participant 15)]
+
+---
+# But is this approach inclusive?
+
+.leftcolumn[
+
+]
+.small[[Project Sidewalk](http://projectsidewalk.org) combines remote crowdsourcing + machine learning to map and assess accessibility features of sidewalks]
+
+
+
+.small[
+[AccessMap](http://accessmap.io) provides a personalized and interactive view of a city's accessibility, including road grade, sidewalk locations, and curb ramps)
+]
+
+]
+
+.rightcolumn[
+
+Problem: Sidewalks, public transit, and businesses can decrease car use but are inaccessible to those with disabilities
+]
+---
+# Urban Accessibility and Mobility
+
+Problem: Sidewalks, public transit, and businesses can decrease car use but are inaccessible to those with disabilities
+
+Three-fold aim [All work by Froehlich & Caspi]:
+1. Develop scalable techniques to map and assess every sidewalk, transit stop, and business in the world
+3. Create new digital tools that provide personalized routing, government accountability, and support new urban analytics.
+3. Examine geo-spatial patterns of and influences on urban accessibility, barriers and facilitators of accessible infrastructure, and socio-cultural contexts of urban access across the globe.
+
+---
+# Third Spaces also not accessible [Compass 2021]
+
+
+
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+ - Innovation is part of how we address the climate crisis
+ - Accessibility has driven innovation over the years
+ - Who innovates matters and impacts what is made (back to education…)
+
+---
+# Case study: Medical Making [Savage, TACCESS 22]
+
+Conflict between Community and Clinical Values in the U.S.
+- Have seen in multiple case studies
+- Wish to help where you can, right away vs “do no harmâ€
+- Emphasis on doing what you can vs longitudinal support/whole case management
+- Deeply rooted differences
+- One team member was threatened with COVID-infected artifacts when asking about safety
+
+Complete rift in one COVID site of study between medical making and community making
+
+
+---
+# Study Population:
+
+Makers; recipients; clinicians in seven countries
+
+- United States (E-Nable; and two private companies)
+- Mexico (E-Nable with and without government)
+- India (E-Nable)
+- Chile (E-Nable)
+- Costa Rica (E-Nable)
+- Brazil (E-Nable with government)
+- France (E-Nable
+
+---
+# Key differences between U.S. and other countries
+Multi-stakeholder collaborations (innovators and clinicians)
+- Formal collaborations with documented guidelines
+- Express support for follow up
+- Often include funding
+
+Community engagement
+- Families/community working and learning together
+
+Follow up included in process
+
+Legal context more forgiving?
+---
+# A disability-informed technology agenda for addressing the climate crisis
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
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